Those born in the 21st Century are growing up in a world impacted by technology like never before. We want to prepare children to thrive in this new world.
Our teachers are dedicated to helping children become fluent in the use of developmentally appropriate technologies. Children begin with the basics - the mastery of simple tools and classroom equipment - building a foundation that will lead to advanced computer (and internet) proficiency at the higher grades.
Children have opportunities to use technology as a means of creative exploration. To that end, they become versed in a wide range of electronic media, including computer-based visual arts and graphic design, digital photography and digital video.
We believe that literacy in the information age requires far more than the ability to read and write. It requires the ability to interpret the messages and values contained within many popular forms of media and to understand the agendas behind them. Our program helps build skills that transform children from passive media consumers to active pursuers of knowledge, meaning and value.
Through our curriculum, children become adept at deciding what to read amidst the deluge of information sent their way via electronic media. Teachers help them become skilled at integrating ideas and extracting cohesive through lines from text and images that are delivered in increasing fragmented and non-linear forms.
Advanced studies in media literacy will provide older children with a critical understanding of how advertising and public relations shape cultural trends, and teach them to identify bias (and objectivity) in news stories. In addition, teachers will help children analyze the sub-textual messages encoded in forms of popular entertainment.
At every grade level, our technology and media literacy curriculum is designed to teach children to think independently and to use their growing intellects to face the challenges of the digital age head on.
The goal of our fine arts curriculum is to help all of the children in our program become adept at expressing their thoughts and feelings through the language of art. Our program is designed to give children numerous points of entry into this domain, and to provide the kinds of tools and techniques that can help extend their abilities, open their options and ignite their passions.
Our approach differs from many programs' in that it is premised on the belief that fine arts education is every bit as useful over the course of a lifetime as any other subject. Moreover, we believe that a rich arts program enhances the learning process in other areas of the curriculum. For example, our teachers use drawing and painting as a powerful literacy tool by helping children create visual narratives and symbolic representations of their ideas. Many of our art projects morph into scientific experiments, multicultural adventures or explorations into the realm of emotion. Children in our program learn about art, but just as important, they use art to learn.
At the heart of the fine arts curriculum is our commitment to providing a rich variety of materials and mediums for our students explore. From the earliest ages, children have opportunities to experiment with the full range of traditional art supplies as well with many unconventional materials and substances. We also consistently turn to nature as a source for materials and explore creative ways of transforming discarded or "found objects" into works of art. Young children use these materials to create things like sculptures, drawings, paintings, collages and journals.
As children progress, their explorations will become more challenging by expanding into new areas such as woodworking, pottery, print-making, architectural design, book-binding, photography, digital art, video, animation and beyond. Children will also be invited into the creative process at Blue Man Group, and given the opportunity to try their hands at things such as "paint drumming," musical instrument design, lighting design, image projection, costume design, kinetic sculpture, computer modeling and electro-luminescent 3-D animation.
Our art studio is a vital part of the program, providing children with a dedicated resource to explore avenues of expression in a focused and supportive environment. In the studio, our creative arts specialists encourage children to take risks, learn new techniques, develop deeper levels of insight and push existing competencies to the point of mastery. These specialists draw upon training in both fine arts and child development to facilitate creative explorations that live in the "sweet spot" between accessibility and challenge, and that allow children to discover the rhythms of their own creative flow states. Our creative arts specialists are also trained in helping children express their thoughts, feelings, internal experiences and interpretations of the world through visual means.
Our teachers provide historical and cultural context for the arts by teaching the fundamentals of art history. Visits to local museums and galleries help further both children's appreciation for the arts and their understanding of the role art plays in our society. Special trips to the studios of working artists provide children with additional insight and perspective on the creative process.
Throughout the year, we support children's work-in-progress by discussing and documenting their artistic processes. We celebrate their finished projects by displaying their work prominently in the classroom, in online galleries or in art exhibitions for the entire community to enjoy.
Every child who passes through our program will experience being a vibrant, creative force with a unique, artistic voice.
Our language arts curriculum draws from today's best practices for literacy development. We nest these practices within a framework that gives children a profound experience of the many ways their lives are enriched by language in all of its forms.
In our program, reading, writing, vocabulary and foreign languages are more than isolated subjects; they are integrated into all aspects of the curriculum. Our teachers strike a balance between explicit instruction and informal, incidental learning, helping children understand that developing skills in reading and writing serves the higher purpose of expressing ideas, extracting meaning, enhancing critical thinking and connecting with others.
Our approach is based on the belief that literacy development starts early and continues throughout life. Children in our preschool programs enter a language-rich world filled with group book reading, songs, rhymes and wordplay. They participate in various projects that build vocabulary, "phonemic awareness," directionality and other essential skills that lay the foundations for literacy. Extensive documentation of children's work and thought processes begins here and continues throughout the grades.
In Kindergarten, teachers press more deeply into the nuances of both oral and written language and help children pursue literacy from a number of angles. Teachers sew literacy-building projects into the emerging topics while also providing systematic approaches to learning the mechanics of reading and writing. We believe that, during this period, it is particularly important that we pay close attention to our students' unique developmental stages and learning styles. This helps us ensure that each child's journey through the stages of literacy is deeply engaging and has just the right amount of challenge every step of the way.
As children move through the grades and develop more sophisticated levels of mastery over language, they are offered numerous ways to put their burgeoning literacy skills to use. Our program's language-based projects become portals through which children explore the world, both past and present, near and far, real and imagined. Avenues for self-expression expand into an ever-widening array of options as children explore language's many forms and stylistic variations.
In our program, children learn to see themselves as much more than students who are "prepping" to use their literacy skills at a later date. Instead they experience being actual authors, storytellers, playwrights, poets, lyricists, essayists, bloggers and new media artists who make vital contributions to our community and our society in the here and now.
The Blue Man Creativity Center's mathematics program reflects our commitment to teach math in a way that, above all else, is fully intelligible to children. In our experience, when children are made aware of the real-world application of math, the mastery of new concepts and procedures becomes a challenge that they look forward to with true enthusiasm. Our program is structured to build children's competence and confidence, maximizing their chances of success.
Our pre-K through elementary school mathematics curriculum meets the standards established by the National Council of Teachers of Mathematics (NCTM), but does so in a way that is informed by the natural curiosity and developing interests of children in our program. We feel that this balance honors the unique abilities and needs of every child, and provides the optimal conditions for their achievement in math.
At all age levels, the exploration of numbers and their functions is facilitated by the extensive use of hands-on learning tools including pattern blocks, base 10 blocks, geoboards, 100s boards, multi-link cubes, unifix cubes and cuisenaire rods. For younger children, use of such tools clearly illustrates the concrete values of abstract numbers. For older children, these tools will serve as a means by which to observe the "hidden" workings of mathematical functions.
The lessons that lead to children's mathematical fluency start in pre-K and continue through the grades, with a special emphasis on the NCTM's Number and Operations and Problem Solving Standards.
Early study of numbers and operations teaches basic number sense, numeration and computation. Children will develop proficiency with counting, reading and writing numbers, sorting and classifying numbers, cardinal numbers, sets and graphs. Beginning addition and subtraction may be taught as early as pre-K, with highly visual, prop-based lessons that combine, separate and recombine groups of objects.
When it comes to problem solving, children are taught to first identify or "frame" a given problem. Teachers help children explore the parameters of a problem, consider possible ways to solve it and then produce the best solution. By acting as a guide (rather than the source of the solution) our teachers help children build the skills and confidence to tackle increasingly complex problems on their own.
Other standards-based math studies include spatial relations, patterns, probability, algebra and statistics. Each of these will be presented in a developmentally appropriate manner, when the children are ready. Additionally, children are taught how to best communicate their mathematical understanding both in writing (as numbers on a page) and verbally-a skill critical to presentation and collaboration.
As children reach the upper elementary grades, they will move beyond the requirements of the NCTM standards. We will further their proficiencies with the four fundamental operations (addition, subtraction, multiplication and division) and introduce the study of fractions. Children will deepen their understanding of place value, master telling time, begin formal geometry, expand their knowledge of measurement through the use rulers, scales and other tools, and calculate areas and volumes. They will infer and predict, use visual and spatial memory, and begin to comprehend how seemingly disparate mathematical concepts are closely related.
Children work individually, with partners or in groups, depending on the task at hand. Younger children often problem-solve alongside parents, teachers and peers to help them develop the strong foundation necessary for future mathematical success. At all levels, group discussion teaches children to consider multiple points-of-view and that, for every problem, there are multiple roads to a solution.
Our performing arts curriculum provides a rich and varied context that encourages children to explore their creative impulses and ideas. By familiarizing children with a gamut of performance-related mediums, we help them develop multiple competencies and uncover areas of special talent.
Children at all grade levels participate in daily music making sessions. Using voices, drums and both traditional and self-invented musical instruments, children create rhythms and melodies and write lyrics to accompany original compositions. In addition, older children have the opportunity to record, mix and master their material in the state-of-the-art Blue Man Productions recording studio.
Storytelling is central to our performing arts curriculum. Children will be encouraged to develop stories to be recited and acted out by themselves and their peers, as well as parents and teachers. A special emphasis on active listening and the step-by-step documentation of children's stories helps them recognize the importance of their narrative ideas and fosters their sense of authorship. A weekly guest puppeteer works closely with children to adapt their stories and bring them to life in a theatrical setting.
Expressive movement and dance are a part of the curriculum, which evolves to keep pace with children's developing coordination and motor skills. Our soft room provides a safe environment for younger children to challenge their bodies to try new things. Younger children learn to keep time, dance and sing along with music. Older children will collaborate with peers and teachers to choreograph solo and group movement pieces that draw from a variety of world cultures.
Our curriculum takes advantage of New York City's incomparable musical, theatrical and dance offerings through field trips that expose children to a world of performance genres, styles and techniques. Guest artists and artistic consultants make frequent classroom visits, introducing children to new performance-related ideas, and helping to mentor children who want to explore specific areas of interest further.
Our performing arts curriculum reaps huge benefits from our access to Blue Man Group's sound stages, rehearsal spaces, musical instruments, recording and videotaping facilities, editing suites and theatres.
Our performing arts curriculum reaps huge benefits from our access to Blue Man Group's performance resources. Children interact with sound stages, rehearsal spaces, musical instruments, recording and videotaping facilities, editing suites and theatres. Working together, our children, teachers and parents use these resources to explore the expressive power and sheer fun of the performing arts.
Our Physical Arts and Fitness curriculum instills in children a profound appreciation for what their bodies can do that leads to a lifelong commitment to fitness and health. Each day, our students participate in activities and games that involve enjoyable exercise and develop physical skills. Children also learn about physiology as it relates to health, fitness and physical dexterity so that their efforts are given context and their engagement is deepened. We will constantly look for creative ways to incorporate vigorous physical activity into other areas of the core curriculum and into the emerging threads of interest and so that children experience their bodies as powerful agents of exploration and expression.
Our Physical Arts and Fitness curriculum offers a wide range of both group and individual activities. The Blue Man Creativity Center has arrangements with several facilities in the neighborhood, providing access to a full-scale gymnasium, a swimming pool and a wide range of athletic equipment.
Yoga instruction begins in the Two's Program and will continue throughout all grades. Our "soft rooms" also provide a space for robust physical exploration and play.
Playground and outdoor time continues to play a vital role in the program throughout the elementary grades. We will also create frameworks in which our students can invent new sports and athletic games, including some that involve parents and teachers.
We are committed to providing an environment that ignites a passion for physical activity in all of our students and that validates all levels of development. Our approach stresses the satisfaction that comes from teamwork, high performance "flow states," and from the process of mastering physical skills in a supportive environment. We avoid placing children in the kinds of "hyper competitive" or exclusionary contexts that we believe run counter to optimal learning and group cohesion.
We incorporate technology to make physical activities more engaging and fun. For example, we use our interactive light and sound technologies to create indoor games that benefit cardio-vascular health, balance and coordination. We also help children monitor and chart their heart rates and blood pressure throughout the year to help them have a direct experience of the positive impact exercise has on their bodies.
One of the unique attributes of our program is our commitment to incorporating fitness activities throughout the day. Children are not only involved in physical activities that play out over long periods during dedicated gym or playground time, they also are led through short bursts of vigorous physical exertion that are nested within class time. This practice stems from a desire to create an integrated environment that helps children flourish mentally while staying connected to their bodies.
Our science curriculum is rooted firmly in the scientific method, which begins with a question and ends with an answer. This model is especially well suited for children, whose natural curiosity compels them to seek answers and explore the world around them.
Teachers work closely with children to help them master the process of inquiry and investigation that is key to the scientific method. Children are guided as they ask questions, do research, make observations and formulate and test their hypotheses.
In-depth studies of Physical Science, Life Science and Earth Science take place in a flexible classroom environment that can be reconfigured to respond to the direction of the investigations. Children have supervised access to learning materials that enhance the effectiveness of experiments designed to provide insight into the mysteries of our world and how it works.
Younger children perform experiments using tools such as balances, magnifying glasses, thermometers and (most importantly) their five senses. The older children will work with more complex tools including spring scales, microscopes, stop-watches, Bunsen burners-whatever a particular investigation requires. Children also keep science journals for note taking, posing questions, stating their hypotheses, stepping out investigations, listing necessary materials and recording outcomes and conclusions.
Fundamental scientific topics will be introduced to children and developed upon with increasing complexity as they move from grade to grade, building on the skills and knowledge that they have learned. For example, young children's study of water's liquid and solid states leads to later study of molecules, atoms and the periodic table. Early explorations with magnets lead to more challenging explorations of electromagnetism and its critical role in machinery and energy production. We believe that this kind of progression promotes a deeper understanding in developing minds.
Special emphasis is placed on the study of the life cycles and environments of plants and animals. They learn about the food chain, including the roles of herbivores, carnivores and decomposers (and related lessons about our respiratory and digestive systems, and the role of nutrition for a healthy life). They become familiar with the characteristics, flora and fauna of the world's deserts, tundra, grasslands, wetlands, forests, jungles and ocean, and the complex relationships between these ecosystems.
Frequent field trips give children opportunities to interact with nature and pursue their scientific investigations outside the classroom. We make numerous visits to the community gardens and green markets in our neighborhood and take day-trips to nearby fruit and vegetable farms. Outings to the American Museum of Natural History (and other museums) offer children chances to learn more about our planet's biodiversity, the Earth's geology and fossil record, the stars and planets, and much, much more.
We continuously look for ways to use new technologies to enhance and extend our scientific explorations and provide insight into where we have come from, and where we may be heading.
Our social studies curriculum provides a context in which children can explore the connections between self, family, community and the world at large.
During children's early years in our program, the social studies curriculum builds understanding and insight around the familiar-the world of the children and their families. Ample time is devoted to individual exploration, group exploration and guided conversations. An emphasis on the use of open-ended materials-a wooden block that might represent a house, a car or a person, for example-encourages natural creativity. The objective of our social studies activities is to continually expand and reinforce children's understanding of identity, culture and human interaction.
As children mature, the social studies curriculum will support their ability to grasp increasingly abstract concepts and complex ideas. Special emphasis will be placed on the function of time and meaning of history. Moving outward, the children will learn about cultural diversity and investigate the concept of community: a classroom, a school, a neighborhood, New York City, the world. Each of our areas of emphasis plays a critical role in deepening children's understanding of how their world works.
Throughout the year, teachers create opportunities for experiential learning by providing hands-on exploration. Children learn about other cultures and people by going on field trips, interacting with guest speakers and artists, cooking foods from around the world and engaging in internationally themed construction projects.
The term "social studies" has heightened meaning in a program like ours because we value the social dimension of school life every bit as much as the subject matter being taught. This means our exploration of the social sciences extends into the study of how people can most successfully communicate, collaborate and connect within the context of the community we are trying to create.